Abstract
The article examines the specific features of the formation and influence of mental terrorism on the consciousness of university students in the context of digitalization and globalization, when information and communication technologies act not only as tools of education but also as channels of destructive impact. Based on empirical research involving about four hundred students from four Kazakhstani universities, the study identifies socio-pedagogical, psychological, and cultural factors that increase youth vulnerability to information and psychological manipulation. Differences in the level of perception and resistance to destructive influences depending on age are revealed, while statistical data are analyzed and compared with contemporary theoretical approaches. Special attention is paid to the insufficient development of critical thinking, media literacy, and self-awareness skills, which intensify the risk of exposure to mental terrorism. The scientific novelty of the study lies in the presentation of a methodological model of socio-pedagogical prevention aimed at students and including practical recommendations for academic advisors and university instructors. The proposed model is applicable in the educational environment and can serve as a basis for preventive programs. The results obtained are significant not only for strengthening national security but also for ensuring resilience and social adaptation of youth in the international educational space.